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Health. School Connectedness, And Closing the Achievement Gap. Academics. Connectedness. ATOD. Safety. Sean Slade, M.Ed, Regional Manager, California Healthy Kids Survey Health and Human Development Program, WestEd. “we will not close the achievement gap for minority youth

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Health

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  1. Health School Connectedness, And Closing the Achievement Gap Academics Connectedness ATOD Safety Sean Slade, M.Ed, Regional Manager, California Healthy Kids Survey Health and Human Development Program, WestEd

  2. “we will not close the achievement gap for minority youth until we close a social and emotional gap based on disparities between minority and other youths in experiencing key external assets…” Greg Wolfe, CDE, Nov. 2007

  3. School Connectedness Research shows that supportive schools and communities foster positive outcomes by promoting students’ sense of: • Connectedness (1997) Resnick et al., • Belonging (1995) Baumeister & Leary, • Community (1997) Schaps, et al.,

  4. School Connectedness • California Healthy Kids Survey (CHKS) collects student data on School Connectedness (RYDM) • Based on the scale from the National Longitudinal Study on Adolescent Health. • Measures the degree to which students feel close to people at school, a part of the school, treated fairly, happy, and safe at school.

  5. School Connectedness National Longitudinal Study on Adolescent Health (Ad Health) • School connectedness were found to be protective against every health risk measure • Perceivedcaring from teachers and high expectations for student performance foster a sense of connection. • Highly correlated with school attendance and grades (Resnick et al., 1997).

  6. Asset Gap School Connectedness Mean 2004-2006 weighted CHKS data 700,000 students

  7. Asset Gap Caring Relationships 2004-2006 weighted CHKS data 700,000 students

  8. Asset Gap High Expectations 2004-2006 weighted CHKS data 700,000 students

  9. Asset Gap Meaningful Participation 2004-2006 weighted CHKS data 700,000 students

  10. External assets that foster connectedness Health Caring Relationships Academics Connectedness High Expectations ATOD Meaningful Participation Safety

  11. What is the CHKS? The California Healthy Kids Survey is a comprehensive and customizable youth self-reporting survey Provides essential and reliable health risk assessment and resilience information to schools, districts, and communities Targeted at grades 5, 7, 9, 11 and NT Conducted every 2 years by majority of Californian public schools Risk (ATOD use, violence, safety) and Resilience (Connectedness - school & community)

  12. What is the CHKS? Looks at both assets of youth as well as areas of concern. Currently in 85%+ of all districts across California Over 1 million students in last cycle All district reports available online www.wested.org/chks

  13. Relationship between Connectedness and… • Academics • Health • Safety • and ATOD Use Health Academics ATOD Safety

  14. www.wested.org/pub/docs/chks_health.html

  15. Relationship:Connectedness & Academics Caring Relationships and Test Scores High Expectations and Test Scores Meaningful Participation and Test Scores Resilience research identify these factors as beneficial influences Sad/Hopelessness and Test Scores And are associated with both a lack of involvement in health comprising behaviors and academic success

  16. 10 5 2.7 2.2 2.1 1.9 1.5 1.5 1.2 1.1 1.0 0.8 0.8 0.5 0.4 0.1 0 Change in SAT-9 (NPR) -0.3 Reading Language Mathematics -5 -10 52 58 64 71 77 52 58 64 71 77 52 58 64 71 77 Percent reporting caring relations with adults at school Relationship:Connectedness & AcademicsCaring Relationships and Test Scores Source: California Healthy Kids Survey & STAR data files.

  17. 10 5 2.3 1.9 1.9 1.7 1.5 1.4 1.4 1.2 1.1 1.0 0.9 0.8 0.4 0 Change in SAT-9 (NPR) -0.1 -0.5 Reading Language Mathematics -5 -10 58 65 72 80 87 58 65 72 80 87 58 65 72 80 87 Percent reporting high expectations at school Relationship:Connectedness & AcademicsHigh Expectations and Test Scores Source: California Healthy Kids Survey & STAR data files.

  18. 10 5 2.2 2.5 2.0 2.0 1.6 1.5 1.5 1.1 1.3 0.6 1.1 1.0 0.5 0.0 0 Change in SAT-9 (NPR) -0.5 Reading Language Mathematics -5 -10 48 55 62 70 77 48 55 62 70 77 48 55 62 70 77 Percent in school reporting meaningful participation in community Relationship:Connectedness & AcademicsMeaningful Participation and Test Scores Source: California Healthy Kids Survey & STAR data files.

  19. 10 5 2.6 2.4 2.1 2.0 1.7 1.6 1.5 1.2 1.1 1.0 0.7 0.7 0.6 0.3 0 Change in SAT-9 (NPR) -0.2 Reading Language Mathematics -5 -10 20 25 29 34 39 20 25 29 34 39 20 25 29 34 39 Percent reporting sadness/hopelessness (12 month) Relationship:Connectedness & AcademicsSad/Hopelessness and Test Scores Source: California Healthy Kids Survey & STAR data files.

  20. Relationship: Connectedness and … • Safety High school assets are also associated with improvements in safe school environment, a necessary precondition of learning. • ATOD Use Lack of school assets are associated with substance use and disengagement from school. • Health High school assets promote feelings of connectedness, security, and well-being.

  21. Health Academics Connectedness ATOD Safety

  22. Creating Asset Rich Environments for Children and Youth By providing youth with caring relationships, high expectations, and opportunities for meaningful participation, we meet the fundamental developmental needs that must be met if they are to become happy and successful. p45

  23. Ventura Connectedness

  24. Ventura Connectedness

  25. Ventura Connectedness

  26. Ventura ConnectednessSchool Assets Overall

  27. Ventura ConnectednessCommunity Assets Overall

  28. Ventura ConnectednessAssets Don’t stop… keep doing what you’re doing! • Especially ‘Community’ & High Expectations • Stabilize the positive and focus on ‘areas’ Attention to NT • Communities • Look closer at ‘your’ district and school • Individual schools • Subsets

  29. Teachers’ perceptions, expectations, and behaviors interact with students’ beliefs, behaviors, and work habits in ways that help to perpetuate the Black-White test score gap. Ronald F. Ferguson

  30. Ventura Connectednessby ethnicity

  31. 50 years of resilience research tells us that… when the focus is on supporting and empowering youth, over 70% of young people in the most challenging of life’s conditions not only survive, but grow into thriving adults. Bonnie Benard

  32. Is it any wonder The 3 R’s of the Bill and Melinda Gates Foundation Relevance … Rigor… Relationships… Meaningful Participation High Expectations Caring Relationships

  33. Is it any wonder High Performing Learning Communities Strong connections between students and staff. A set of high expectations and a rigorous curriculum… Instructional strategies that engage students… A school culture that is mission-driven and Focused on helping all students learn. Catherine Walcott, et alHigh School Reform: National & State Trends, WestEd 2005

  34. Is it any wonder Institutional Success Any institution that wants to claim success for the majority of its youth participants needs to be intentional about creating tight, challenging, learning communities that are focused on the whole adolescent and that are built to bring young people from wherever they are to the finish line. Karen Pittman, Forum for Youth Investment

  35. Is it any wonder Getting Results Researchshows that young people who engage in meaningful participation in school and community activities have improved chances for positive and healthy development… Getting Results, 1999, 2001 Pittman, Martin & Williams, 2007

  36. Is it any wonder • We exist not as a mass of independent individuals, but rather in the • context of a vast web of relationships; and these connections • are what allows us to pursue collective action effectively… • Everysector has a role to play in a caring society, • whether by supporting, facilitating, • or directly providing care • to youths and those in need. • Rauner, 2000

  37. Is it any wonder Creating Asset Rich Environments for Children and Youth Investment in a child’s social and emotional well-being through caring adult relationships produces long-term positive effects not only for our young people, but it also positively affects the well-being of the entire community. We all benefit, children, youth and adults… BAISCO, 2007

  38. Is it any wonder Creating Asset Rich Environments for Children and Youth Together we can make it work. Whether you are a parent, a teacher, a school administrator, a member of a community- or faith-based organization, a policymaker, a business leader or just a concerned citizen, become involved. We believe that it is only through such close alliances that effective and lasting solutions can be realized. BAISCO, 2007

  39. www.wested.org/chks Sean Slade, M.Ed Research Associate, WestEd Health and Human Development Program Oakland CA 94612 sslade@wested.org T 510.302.4202

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